Date of Award

Spring 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. Kyna Shelley

Committee Chair School

Education

Committee Member 2

Dr. David Lee

Committee Member 2 School

Education

Committee Member 3

Dr. Richard Mohn

Committee Member 3 School

Education

Committee Member 4

Dr. Chuck Benigno

Committee Member 4 School

Education

Abstract

The goal of this study was to identify the extent to which integrated leadership is present in schools, according to secondary teachers. Second, the study sought to measure the discipline-culture of schools. Discipline-culture is defined as the way discipline is administered daily in a school and how it contributes to the instructional practices that teacher’s use. Finally, integrated leadership, coined by Marks and Printy (2003), was examined relative to discipline-culture and instructional practices with this study. Leadership has been studied in multiple countries across various grade levels, but integrated leadership's influence on discipline-culture and instructional practices has not been researched. The information obtained provides valuable information to begin a dive into un-researched territory and provides an in-depth analysis of how discipline-culture and instructional practices are affected by integrated leadership characteristics.

This research study was conducted using a survey instrument to investigate leadership’s relationship to discipline-culture and instructional practices. After securing University of Southern Mississippi Institutional Review Board (IRB) approval, and after securing school districts’ permission to conduct the study, the researcher obtained email consent/permission from participating school districts to obtain a diverse sample of secondary teachers from various school ratings (A-F) around the state of Mississippi for this study. Path analysis was used to determine whether a relationship exists between integrated leadership and discipline-culture, whether a relationship exists between integrated leadership and instructional practices, and whether teachers value their principal’s leadership. Teachers’ perspectives on integrated leadership were measured from the group overall, from high-performing schools, and from low-performing schools.

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